以故事文法分析三至六歲學前兒童敘事能力發展

Narrative Development of Three-to-Six-Year-Old Preschoolers through Story Grammar Analysis

李芸蓁(Yun-Chen Li) ； 劉惠美(Huei-Mei Liu)

《特殊教育季刊》 146期 (2018/03) Pp. 1-10

https://doi.org/10.6217/SEQ.201803_(146).1-10

摘要

學前兒童的敘事能力和整體語言能力、日後語言發展，以及學業表現息息相關。本研究透過文獻回顧，統整國內外研究故事文法分析三至六歲兒童在看圖說故事、重述故事和問答方式的敘事表現和發展趨向。發現學前兒童隨年齡發展在敘述故事元素和結構有顯著差異。期望能對實務工作者提供評估和介入語言遲緩兒童之參考，以及建議未來研究方向。

關鍵字

學前兒童 ； 語言發展 ； 敘事能力 ； 故事文法

並列摘要

The preschooler's narrative ability has a close relationship with every aspect of language development and academic performance. Many studies have explored preschooler's narratives under different circumstances via story grammar analysis. The purpose of the study was to describe and compare three-to-six-year-old preschoolers' narrative performance in the tasks of story generation, story retelling, and question eliciting. This research is expected to provide suggestions for future studies and clinical work for evaluating and improving preschooler's narrative performance.

並列關鍵字

preschoolers ； language development ； narrative development ； story grammar

參考文獻

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Price, J., Roberts, J., & Jackson, S. (2006). Structural development of the fictional narratives of African American preschoolers. Language, Science and Hearing Services in Schools, 37, 178-190. doi:10.1044/0161-1461

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